應用認知學徒制在七年級數學學習扶助計畫之行動研究

Abstract

本研究採取行動研究法，探討認知學徒制在七年級數學學習扶助計畫中的應用，可了解參與學習扶助計畫的學生，因教師使用認知學徒制的教學方法後，學生的學習態度與學習成就的改變。本研究紀錄教師實施認知學徒制的教學歷程，以及過程中教師得到的省思與專業成長，可提供未來相關的教育工作者參考。本研究以研究者所任教的七年級學生中，挑選出七位參與學習扶助計畫的學生為研究對象，以七年級上學期第二次數學定期評量的測驗內容為課程設計與實施內容。課程學習單的設計以「領域性知識」、「啟發式策略」、「控制性策略」、「學習性策略」，四種知識與策略為依據，挑選適當的練習題。本行動研究的課程內容共有四個單元，分為兩個循環階段實施，使用認知學徒制的六個教學步驟：「示範」、「指導」、「鷹架」、「闡明」、「反思」、「探索」，實施過程中視教學內容所需，使用適當的教學步驟。本研究的資料分析以質性為主，量化為輔的方式，使用「教師教學觀察記錄」、「師生對話的錄音紀錄」、「學生的學習單」、「學生的測驗卷」、「教師教學省思紀錄」、「教師與學生的訪談紀錄」採用三角檢證法作質性分析。量化部分採用學校第一次數學定期評量成績與第二次數學定期評量成績做描述性統計分析，觀察兩次數學定期評量成績的差異，藉此分析認知學徒制對學生產生的影響。資料分析結果為認知學徒制有助於學習扶助計畫的課程設計，且認知學徒制有助於改善學生的學習態度與提升學生的學習成就表現。This study adopts the action research approach to investigate the application of cognitive apprenticeship in a 7th grade mathematics learning assistance program, in an effort to ascertain the changes in students’ attitude towards learning and academic achievement after their teachers adopted cognitive apprenticeship as a teaching methodology. This study documents the teachers’ implementation of cognitive apprenticeship, as well as their reflections and professional growth during the process, which can be used as a reference for future educators. Seven 7th grade students taught by the researcher who participated in the learning assistance program were selected as research subjects. The test content of the 7th grade of the second regular mathematics assessment from the first semester was used as the content of the curriculum design and implementation. The worksheet design was based on four types of knowledge and strategies, i.e., domain knowledge, heuristic strategies, control strategies, and learning strategies, with which to select the appropriate exercises. The content of the curriculum in this study consisted of four units, which were implemented in two circuits, using the six steps of cognitive apprenticeship, i.e., modeling, coaching, scaffolding, articulation, reflection, and exploration. The appropriate teaching steps were used during the implementation process depending on the teaching content. The data in this study was qualitatively analyzed and supplemented by quantitative measures. Triangulation was used for qualitative analysis according to the “Records of Teacher’s Observations,” “Audio Recordings of Teacher-student Conversations,” “Student Learning Sheets,” Student Test Papers,” “Records of Teacher’s Reflections on Teaching,” and “Records of Interviews between Teacher and Student.” In terms of the quantitative measures, descriptive statistical analysis was conducted by using the scores of the first and second regular mathematics assessments of the school to observe the difference between the scores of the two assessments and thereby analyze the effect of cognitive apprenticeship on students. The results of the data analysis show that cognitive apprenticeship is helpful to perfecting the curriculum design of the learning assistance program and improving students’ attitude towards learning and academic achievement and performance.